In this first activity, I will write about the importance of knowing how to use technology with an online course.
Technology Skills July 18, 2011 Thomas E. Lambright, Jr. There are important implications of not knowing how to use technology in an online course. In this case it is imperative that prerequisite technology skill courses be taken (Pallof, & Pratt, 2007). The kinds of technology support that should be offered to new or inexperienced learners of an online course are the following: (a) how to use the computer’s internet as well as its office document software, (b) a course in Benjamin Bloom’s Taxonomy to acquire the ability to expand thought and response skills, and (c) a course in time management. To be more specific, I will start with the example of how to use the computer internet and software. The learning outcomes of this prerequisite technology course before a graduate technology level course will be listed. The first learning outcome will be to log on to the school website and e-mail the instructor a brief introduction of yourself and educational philosophy. A second learning outcome will be to use the school’s discussion board to provide an introduction of technology skills acquired by the learner to share with other learning peers. This course will be an online two day workshop. Learners will receive a certificate at the successful completion of the workshop. The next prerequisite workshop will be the application and evaluation of Benjamin Blooms six developmental levels of acquiring knowledge (Bender, 2003). This workshop will provide training in the various levels of the thought process. The mode will be asynchronous, meaning participants can log in at various times. The two day workshop is designed to have the average student spend about three hours per day. Students who are advanced in this area can complete the workshop in one day. An evaluation of the learner’s progress will be given in the form of several multiple choice questions as well as an extended open ended response question. The third prerequisite technology workshop will be dealing with time management, how to manage workloads, and strategies on motivating positive thinking. In conclusion, the implications of knowing how to use technology will be essential to the online learner. A prerequisite of technology skills need to be developed by the novice learner to effectively collaborate with online peers and the instructor (Palloff, & Pratt, 2005). These prerequisite workshops will include a reflection piece which will allow the instructor to understand whether or not the asynchronous assignments met the mark of student growth in online technology.
References Bender, T. (2003). Discussion-based online teaching to enhance student learning: Theory, practice and assessment. Sterling, Virginia: Stylus Publishing. Palloff, R., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass. Inc. Palloff, R., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: John Wiley & Sons, Inc.
In this first activity, I will write about the importance of knowing how to use technology with an online course.
Technology Skills July 18, 2011 Thomas E. Lambright, Jr.
There are important implications of not knowing how to use technology in an online course. In this case it is imperative that prerequisite technology skill courses be taken (Pallof, & Pratt, 2007). The kinds of technology support that should be offered to new or inexperienced learners of an online course are the following: (a) how to use the computer’s internet as well as its office document software, (b) a course in Benjamin Bloom’s Taxonomy to acquire the ability to expand thought and response skills, and (c) a course in time management.
To be more specific, I will start with the example of how to use the computer internet and software. The learning outcomes of this prerequisite technology course before a graduate technology level course will be listed. The first learning outcome will be to log on to the school website and e-mail the instructor a brief introduction of yourself and educational philosophy. A second learning outcome will be to use the school’s discussion board to provide an introduction of technology skills acquired by the learner to share with other learning peers. This course will be an online two day workshop. Learners will receive a certificate at the successful completion of the workshop. The next prerequisite workshop will be the application and evaluation of Benjamin Blooms six developmental levels of acquiring knowledge (Bender, 2003). This workshop will provide training in the various levels of the thought process. The mode will be asynchronous, meaning participants can log in at various times. The two day workshop is designed to have the average student spend about three hours per day. Students who are advanced in this area can complete the workshop in one day. An evaluation of the learner’s progress will be given in the form of several multiple choice questions as well as an extended open ended response question. The third prerequisite technology workshop will be dealing with time management, how to manage workloads, and strategies on motivating positive thinking.
In conclusion, the implications of knowing how to use technology will be essential to the online learner. A prerequisite of technology skills need to be developed by the novice learner to effectively collaborate with online peers and the instructor (Palloff, & Pratt, 2005). These prerequisite workshops will include a reflection piece which will allow the instructor to understand whether or not the asynchronous assignments met the mark of student growth in online technology.
References
Bender, T. (2003). Discussion-based online teaching to enhance student learning: Theory,
practice and assessment. Sterling, Virginia: Stylus Publishing.
Palloff, R., & Pratt, K. (2005). Collaborating online: Learning together in community. San
Francisco, CA: Jossey-Bass. Inc.
Palloff, R., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: John Wiley & Sons, Inc.